Religious Psychopedagogy: 10 Reasons for Teaching Look-Vision

Posted on Jan 13, 2025 in Religion

10 Reasons for Teaching Look-Vision in Religious Psychopedagogy

This document outlines ten reasons for teaching “look-vision” within the framework of religious psychopedagogy, supported by verifiable physics and human cultural creation. It delves into the pedagogical approaches to fostering critical thinking, spirituality, autonomy, and understanding of diversity, ultimately leading to hope and a deeper understanding of human nature.

1. Transcendent to the Human: Offering a Horizon of Meaning

This section explores the pedagogical approach to understanding the events and substrates of religious meaning, fostering critical capacity and interpretation of everyday life.

2. Thinking and Teaching Spirituality: Capacity for Wonder and Silence

Focuses on equilibrium, surprise, and inner growth, emphasizing the pedagogy of interiority and teaching the fundamentals of decision-making, objectivity, freedom, and autonomy. This is the pedagogy of freedom.

3. Teaching the Ability to Speak: The Universality of Dialogue

Explores the pedagogy of dialogue, teaching how to live with, know, and understand difference and diversity. It emphasizes learning to live together in a better world and perfecting oneself through the pedagogy of coexistence.

4. Teaching the Irreducible Destiny of the Individual

This section delves into the complexity of identity, educating on both the visible and the invisible. It is the pedagogy of hope, teaching that a person is not exhausted by instinct alone. We have a history that frees us and reminds us of future values.

5. Teaching Renunciation of Instincts: Holistic Efforts

This section focuses on personal and holistic efforts, the pedagogy of living, reaffirming elements of our own human nature. It involves teaching how to live, accept, and integrate death, forming the pedagogy of limits.

Scientific Precision and Rigorous Curriculum in Religious Education

This section outlines the precision of scientific knowledge and a rigorous curriculum, including objectives, methodology, and a conducive environment for learning. It presents knowledge in its various areas and considers legislative presuppositions, such as the Universal Declaration of Human Rights of 1978, the Spanish Constitution, agreements between the Spanish State and the Holy See, laws and agencies on education, organic law on religious freedom, the resolution of the Council of Europe, and the Delors Report of UNESCO. It also includes ecclesial and sociological presuppositions.

Understanding God’s Pedagogy

God’s pedagogy is the path that God has followed throughout history to allow Himself to be found and known by humans, and to save them.

  • Pedagogy of Condescension: Assumes the historicity of humans and adapts to the human condition, establishing a dialogical relationship.
  • Pedagogy of Gift: God’s own initiative creates everything from nothing. He elected a people without merit and freely gives forgiveness and salvation. The gifts of God (the Spirit) acknowledge the gift of God.
  • Pedagogy of Signs: A sign is any action or event that, through a natural or conventional relationship, evokes something else. A sign is a representation of a reality that leads to another, announcing an absent reality or making it present. God is revealed in creation. The sign is a sign of God (e.g., rainbow, Sabbath). Signs guarantee a mission. Jesus is the great sign, as are the signs of the times.

Pedagogical Attitudes in Religious Education

  • Pay attention to human life in all its manifestations.
  • Establish a dialogical relationship based on love, listening, and connecting with the deep experience of humans.
  • Develop a contemplative attitude.
  • Create spaces of freedom and liberation.
  • Be open to compromise.
  • Use adapted language (symbolic).
  • Employ an inductive methodology.
  • Encourage active collaboration and creativity.
  • Adapt to the speed of the group.
  • Progress through stages without skipping any.
  • Teach how to interpret the signs of God.

Children’s Moral Development

In the context of parent-child relationships, good and evil are identified by what people say (parents, teachers). Children move from a heteronomous morality in primary grades to autonomy through various phases:

  1. Following the rule because parents say so.
  2. Following the rule because it has value in itself.
  3. Following the rule because it is necessary in a relationship of mutual respect.

In children, we must distinguish between moral judgments and moral behavior.